Mark Chin
Person
National Center for Teacher Effectiveness
Content tagged with National Center for Teacher Effectiveness
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Mathematical Quality of Instruction (MQI) Coaching
Page
Learn how the Mathematical Quality of Instruction (MQI) project equips teachers with tools, training, and coaching grounded in research to enhance math instruction through structured observation and video reflection.
Explaining Teacher Effects on Achievement Using Measures from Multiple Research Traditions
Resource
Researchers have identified many characteristics of teachers and teaching that contribute to student outcomes. However, most studies investigate only a small number of these characteristics, likely underestimating the overall contribution. In this paper...
John H. Tyler
Person
Douglas Staiger
Person
Dr. Douglas Staiger is the John Sloan Dickey Third Century Professor in the Social Sciences at Dartmouth College. Before joining Dartmouth in 1998, he was a faculty member at Stanford and Harvard. Dr. Staiger is a member of the National Academy of...
John Papay
Person
Elizabeth Cascio
Person
National Center for Teacher Effectiveness Conference 2011
Events
On May 2-3, 2011, education leaders from 11 states and 30 districts gathered at Harvard University to attend the first NCTE conference, Putting the Pieces Together: Taking Improved Teacher Evaluation to Scale. View conference resources and video
CEPR-Affiliated Sessions at AERA 2013
Events
CEPR affiliates are to present at the American Educational Research Association (AERA) Annual Meeting 2013 from April 27–May 1 in San Francisco, CA. The theme of the event this year is “Education and Poverty: Theory, Research, Policy, and Praxis.” CEPR...
Do Value-Added Estimates Identify Causal Effects of Teachers and Schools?
News
In 25 years as an education researcher, I have never witnessed a rapid outpouring of new research in education such as we’ve seen in recent years. In what may be the most important byproduct of the No Child Left Behind Act and the Institute of Education...
Bibliographic References tagged with National Center for Teacher Effectiveness
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Blazar, D. (2015). Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement. Economics of Education Review, 48, 16-29.
Blazar, D. (2015). Effective teaching in elementary mathematics: Identifying classroom practices that support student achievement. Economics of Education Review, 48, 16-29.
Chin, M., & Goldhaber, D. (2015). Exploring Explanations for the "Weak" Relationship Between Value Added and Observation-Based Measures of Teacher Performance.
Chin, M., & Goldhaber, D. (2015). Exploring Explanations for the "Weak" Relationship Between Value Added and Observation-Based Measures of Teacher Performance.
Hickman, J., Fu, J., & Hill, H. (2012). Technical Report: Creation and Dissemination of Upper-Elementary Mathematics Assessment Modules.
Hickman, J., Fu, J., & Hill, H. (2012). Technical Report: Creation and Dissemination of Upper-Elementary Mathematics Assessment Modules.
Kelcey, B., Hill, H., & McGinn, D. (2014). Approximate measurement invariance in cross-classified rater-mediated assessments. Frontiers in Psychology, 5(1469).
Kelcey, B., Hill, H., & McGinn, D. (2014). Approximate measurement invariance in cross-classified rater-mediated assessments. Frontiers in Psychology, 5(1469).
Hill, H., Charalambous, C., & Chin, M. (2015). Teacher Characteristics and Student Learning: Toward a More Comprehensive Examination of the Association.
Hill, H., Charalambous, C., & Chin, M. (2015). Teacher Characteristics and Student Learning: Toward a More Comprehensive Examination of the Association.
Hill, H., Chin, M., & Blazar, D. (2015). Teachers’ Knowledge of Students: Defining a Domain.
Hill, H., Chin, M., & Blazar, D. (2015). Teachers’ Knowledge of Students: Defining a Domain.
Hill, H., & Chin, M. (2014). Year-to-Year Stability in Measures of Teachers and Teaching.
Hill, H., & Chin, M. (2014). Year-to-Year Stability in Measures of Teachers and Teaching.
Blazar, D., Braslow, D., Charalambous, C., & Hill, H. (2015). Attending to General and Content-Specific Dimensions of Teaching: Exploring Factors Across Two Observation Instruments.
Blazar, D., Braslow, D., Charalambous, C., & Hill, H. (2015). Attending to General and Content-Specific Dimensions of Teaching: Exploring Factors Across Two Observation Instruments.
NCTE Newsletter - Fall 2014 [AUDIO]. (2014). National Center for Teacher Effectiveness.
NCTE Newsletter - Fall 2014 [AUDIO]. (2014). National Center for Teacher Effectiveness.
Blazar, D., Litke, E., Barmore, J., & Gogolen, C. (n.d.). What Does It Mean to be Ranked a "High" or "Low" Value-Added Teacher? Observing Differences in Instructional Quality Across Districts.
Blazar, D., Litke, E., Barmore, J., & Gogolen, C. (n.d.). What Does It Mean to be Ranked a "High" or "Low" Value-Added Teacher? Observing Differences in Instructional Quality Across Districts.